Download - Integrating art in foreign languages
http://www.moma.org/interactives/exhibitions/2010/counter_space
Using set design/film stills as a prompt
What conversation could be happening at this table?Write three possible conversations.
http://www.homeinteriordesign.blog128.fc2.com
Label everything in this room.Design your dream room, and then label the elements of that room.
Robert L. Cron
What is this man wearing?
Trace over the drawing of him, but update the clothes to reflect your tastes.
How is your drawing different From Robert Cron’s character?
Fashion Show:- Reinforcing vocabulary- Fostering teamwork- Providing different kinds of speaking opportunities
James Fiorentino
This is Fiorentino’sdepiction of the triumphant returnof Mario Lemieux, who had left hockey to deal with an illness. The paintingshows Lemieux’s young son looking up to his father.
If the students are unaware of this back story, ask them to describe the painting. In particular, why is there a little boy at the hockey player’s feet?
Using wire (and Model Magic, optional), sculptan athlete in motion.
Trade figures with a partner. Write descriptionsof each other’sathletic figures.
Using El Dia de Los Muertos:- Culture- Figure Study (Skull or Skeletons)- New vocabulary of sculpting, painting
Model MagicSharpies
Assessing Creative Projects
- Awareness of Art Curriculum Frameworks
- Awareness of Age Appropriate Ability
- Setting an Expectation of Effort and a Standard for Quality of Work
Massachusetts Art Curriculum Frameworks
Visual Arts Strand
Standards 1-5: Methods, materials, and techniques: Students will demonstrate knowledge of methods, materials, and techniques unique to the visual arts.
Elements and Principles of Design: Students will demonstrate knowledge of elements and principles of design.
Observation, Abstraction, Invention, and Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques.
Drafting, Revising, and Exhibiting: Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation.
Critical Response: Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, the students will connect their analysis to interpretation and evaluation.
Connections Strand: History, Criticism, and Links to other Disciplines (Pre-K-12):
Standards 6-10:
Purpose and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theater, visual arts, and architecture were and are created, and, when appropriate, interpret their meanings.
Roles of Artists in the Communities: Students will describe the roles of artists, patrons, cultural organizations, and art institutions in societies of the past and present.
Concepts of Style, Stylistic Influence, and Stylistic Change:Students will demonstrate their understanding of styles, stylistic influence, and stylistic change by identifying when and where art works were created, and by analyzing characteristic features of artworks from various historical periods, cultures, and genres.
Inventions, Technologies, and the Arts: Students will describe and analyze how the performing and visual arts use and have used materials, inventions, and technologies in their work.
Interdisciplinary Connections: Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.
LE 3: Apply learned concepts creatively Standard1: Create original work Standard 2: Critique work using understood concepts and historical context
4: Advanced 3: Proficient 2: Needs Improvement 1: Insufficient Create original work
The product demonstrates strong command in the use of historical context, format, and technique
Historical context is mostly accurate; format and technique are appropriate and consistently employed
Historical context may be evident but is weak; inconsistent in format and/or technique
Historical context is not evident in the work; inappropriate format and technique
Critique work using understood concepts and historical context
Clearly and accurately identifies and communicates the historical context, format and techniques in one’s own work and the work of others
Appropriately identifies and communicates the historical context, format and/or techniques in one’s own work and the work of others
Inconsistently identifies and communicates historical context, format and/or techniques in one’s own work and the work of others
Does not identify or communicate historical context, format or techniques in one’s own work and the work of others
___________________________________________________________________________________________________________ Version 2
Standard1: Create original work Standard 2: Critique work using understood concepts and historical context
4: Advanced 3: Proficient 2: Needs Improvement 1: Insufficient Create original work
The product consistently demonstrates strong command in the use of historical context, format, and technique
Historical context is mostly accurate; format and technique are mostly appropriate and consistently employed
Historical context may be evident but is weak; inconsistent in format and/or technique
Historical context is not evident in the work; inappropriate format and technique
Critique work using understood concepts and historical context
Clearly and accurately identifies and communicates the historical context, format and techniques in one’s own work and the work of others consistently.
Appropriately identifies and communicates the historical context, format and/or techniques in one’s own work and the work of others most of the time
Inconsistently identifies and communicates historical context, format and/or techniques in one’s own work and the work of others
Does not identify or communicate historical context, format or techniques in one’s own work and the work of others
Assessment Rubric
Student Name: Class Period:
Assignment: Sugar* Skulls Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.
Excell ent Good Average Needs
A Lot Rate Yourself. Write comments, Please!
Teacher’s Rating
Criteria 1 – Form is similar in shape to a skull. Brightly colored, with floral elements and repeated pattern reminiscent of Mexican design. (Standards 1, 2, 3)
4 3 2 1
Criteria 2 – Effort: took time to de velop idea & complete project? (Didn’t rus h.) Good use of cla s s time? (Stand a rds 1, 2, 3, 4)
3 2 1 0
Criteria 3 – Cra ftsmanship – Neat, clean & complete ? S killful use of the a rt tools & media? (Standar ds 1,2, 3)
3 2 1 0
Total: 10 (pos sible points) Your Tota l Teac her
Tota l
Stude nt Comments: Tea che r Commen ts:
Assessment Rubric
Student Name: Class Period:
Assignment: Sugar* Skulls Date Completed:
Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment.
Excell ent Good Average Needs
A Lot Rate Yourself. Write comments, Please!
Teacher’s Rating
Criteria 1 – Form is similar in shape to a skull. Brightly colored, with floral elements and repeated pattern reminiscent of Mexican design. (Standards 1, 2, 3)
4 3 2 1
Criteria 2 – Effort: took time to de velop idea & complete project? (Didn’t rus h.) Good use of cla s s time? (Standar ds 1, 2, 3, 4)
3 2 1 0
Criteria 3 – Cra ftsmanship – Neat, clean & complete ? S killful use of the art to ols & media? (Standar ds 1,2 , 3)
3 2 1 0
Total: 10 (pos sible points) Your Tota l Teac her
Tota l